Physical Education and Sports Teachers' Perceptions to Benefit from Web 2.0 Tools in Face-to-face Education after Emergency Remote Teaching Process: A Mixed Method Research

This study aims to explore the perceptions of physical education and sports teachers regarding the use of Web 2.0 tools, which they employed during the COVID-19 emergency remote teaching process, in face-to-face education. A mixed-method approach was utilized, incorporating individual in-depth interviews and a survey administered to physical education and sports teachers working in public schools during the spring semester of the 2021-2022 academic year. The study revealed that teachers generally have a positive attitude toward integrating Web 2.0 tools into face-to-face education, leveraging competencies they developed during the emergency remote teaching process. The findings indicate that teachers’ competencies in utilizing Web 2.0 tools in face-to-face education were at a moderate level. Furthermore, younger teachers, those with postgraduate education, and those who had received prior training on Web 2.0 tools exhibited higher levels of competence. Based on the results, recommendations are provided to further enhance teachers' competency levels and perceptions of Web 2.0 tools

Mood States as a Key Factor in Assessing Student Learning in Project Management Teaching

Hands-on experience is an essential part of project management education. We researched to determine whether our practical seminars organized as part of an undergraduate project management course provide the expected learning experience consistent with current project management practice. We organized two practical seminars for students in four study groups that utilized serious management games. The seminars focused on traditional and agile project management, emphasizing the differences in teamwork and emotional states of the participants between both approaches. We used the Profile of Mood States psychological method to evaluate the total mood changes of eligible participants (n = 49). We found that respondents' total mood and fatigue have improved significantly during practical seminars, confirming that serious management games have a positive effect on student learning and experience. We observed no significant difference in total mood improvement between traditional and agile seminars. We learned that the vigor of the participants has increased only for the agile seminars. This outcome is consistent with actual research and empirical experience in the field. The study results will be used to improve the quality of practical seminars next year

Do Teachers’ Beliefs Turn to Practice? Countryside Secondary School Science Teachers’ Teaching Beliefs, Scientific Epistemological Beliefs, and Approaches to Teaching

This study employed a convergent parallel mixed-method design to examine the teaching beliefs of secondary school teachers and determine the relationship between their scientific epistemological beliefs and pedagogical approaches. Semi-structured interviews were utilized to explore teachers’ teaching beliefs, while quantitative analysis involved a descriptive-correlational approach, employing two adapted questionnaires: Scientific Epistemological Belief Questionnaire (SEBQ) and Approaches to Teaching (ATI). Analysis of interview responses reveals that most teachers prioritize creating a student-involved classroom environment, typically teacher-initiated learning, rather than allowing student-led initiatives. They generally view themselves as facilitators of learning, base their teaching decisions on the curriculum, and believe that students demonstrate understanding by reiterating what has been taught. Quantitative analysis indicated that science teachers in the region largely demonstrate traditional beliefs regarding the origins and characteristics of scientific knowledge while predominantly employing transitional teaching approaches in their practice. Furthermore, the study found a correlation between teachers' SEBs and adopting learner-focused teaching approaches. Integration and meta inference of qualitative and quantitative findings bear significant implications for science education, suggesting avenues for enhancing, restructuring, and reforming teachers' teaching and epistemological beliefs. Hence, efforts should focus on fostering teachers' deeper understanding of the nature of science

Enhancing Pre-service Mathematics Teachers' Proof-Writing Skills: The Effect of a Social Learning Environment Enriched with Dynamic Geometry Software

Mathematical proof, often regarded as the heart of mathematics, is essential for interconnected mathematical knowledge. However, proof-writing skills do not develop inherently. Effective learning environments are vital for university students to enhance these skills. This study investigates the impact of the ISMAT model on pre-service teachers' proof-writing skills. The model, based on quasi-experimental paradigms and arguments from Popper (1979) and Lakatos (1961, 1976), utilizes dynamic geometry software to enhance the understanding of proof functions. It is hypothesized that a social learning environment, augmented by dynamic geometry, will yield observable effects. The research employed a quasi-experimental design with experimental and control groups of pre-service mathematics teachers. The experimental group received 14 weeks of Euclidean geometry lessons using the ISMAT model, while the control group followed traditional methods. Data were collected through proof-writing tests administered pre- and post-instruction. The evaluations were conducted using Senk's (1983) framework for assessing proof-writing skills. Results indicated that the ISMAT model significantly enhanced proof-writing skills compared to traditional teaching methods. Such approaches are recommended to foster active student engagement in the proving process

Predicting University Engagement of Physical Education Teacher Education (PETE) Students via Three Positive Traits: Life Satisfaction, Academic Resilience, and Curiosity

Previous studies have examined life satisfaction, academic resilience, and curiosity as individual predictors of student engagement. Yet, limited evidence addresses how these traits collectively relate to university engagement, particularly among Physical Education Teacher Education (PETE) students. This study investigated the predictive roles of life satisfaction (LS), academic resilience (ARS), and curiosity and exploration (CUR) in relation to university engagement (UE) and its three dimensions: vigor (VI), dedication (DE), and absorption (ABS). A sample of 2,730 PETE students from higher education institutions across the Philippines participated, and regression analyses were conducted. Results showed that curiosity consistently demonstrated significant associations with overall university engagement and each dimension. Academic resilience related only to dedication, while life satisfaction revealed no significant links with any domain. These findings suggest that while LS and ARS may support broader well-being, curiosity is more directly tied to participation, emotional commitment, and cognitive immersion in university life. For PETE students, whose engagement spans academic and performance demands, cultivating curiosity may be vital. The study highlights the importance of fostering learning environments that encourage exploration and openness, thereby strengthening engagement and better preparing future educators to navigate the complexities of teaching and lifelong professional growth

Internal Image of Czech Tertiary Business Schools and Its Influence on The Interest of New Applicants for Study

Attracting prospective students could be difficult and expensive. Candidates, when choosing a future school for their studies, consider a great number of factors. Information from official university websites don´t suffice to persuade. Among others, the word of mouth plays a significant role. The aim of this paper is to present findings about important factors influencing the overall satisfaction of current students with university life as well as their willingness to share positive references. The study took place in the Czech Republic with students attending business schools at universities. Primary data was collected via online questionnaire with students of bachelor’s master’s, and doctor degrees (n = 274) and in-depth interviews (n = 10). Data was processed with regression analysis and Spearman’s correlation coefficient. The main findings suggest that there is a close positive correlation between students’ satisfaction and the willingness to recommend the university. The quality of student life and the reputation of the school were identified as the most important factors influencing this satisfaction and willingness to recommend

The Impact of the Learning Environment on Self-efficacy and Achievement Goals of Israeli Pre-service Teachers

Advancing public education by improving the skills and knowledge of its teachers is a major challenge. The teacher-training phase shapes not only skills and abilities but also perceptions of pre-service teachers regarding their educational and teaching goals. We examined a hypothetical theoretical model that explains how pre-service teachers’ perceptions of their own learning environment affects belief in their self-efficacy in teaching, and how this shape their achievement goals in teaching as future educators. The study included 278 pre-service teachers studying at all five colleges in our country that offer teacher training programs. Existing questionnaires were adapted to the study population and underwent structure validation. The hypothesized structural model was deemed a good fit for the data and was able to explain 35% of variance in the mastery goals of pre-service teachers, 24% of variance in performance-approach goals, and 65% of variance in performance-avoidance goals. The structural model shows that perception of the learning environment has a strong and significant impact on teaching ability and the achievement goals of pre-service teachers. Fostering a constructivist learning environment in teacher training colleges may increase belief in self-efficacy in teaching and enable pre-service teachers to adopt teaching control goals

Factor Analysis on the Motivation for Extensive Reading Questionnaire

This study examined the factors adapted from the Motivation for Reading Questionnaire. We considered eight dimensions (Self-Efficacy, Reading Challenge, Reading Curiosity, Reading Involvement, Importance of Reading, Recognition for Reading, Reading for Grades, and Social Reasons for Reading). In addition, we included some items based on the extensive reading, principles, and technology acceptance model. The study recruited 558 undergraduate students of English as a foreign language in Indonesia via Google Forms. The structure of the questionnaire was validated using exploratory and confirmatory factor analyses. To determine the dependability of the instrument, internal consistency reliabilities of the instrument as a whole and per factor were calculated. We computed the average variance extracted and the Heterotrait-Monotrait Ratio of Correlation to determine convergent and discriminant validities. The results led to the omission of six items with loading values < 0.50. The omissions included one item for Reading Involvement (0.42) and five items for Social Reasons for Reading (0.47; 0.43; n/s.; n/s.; and n/s.). Lastly, the study presented the significance of the results and directions for future studies

Evaluation of the Efficiency of the Sudden Implementation of the Synchronous Online Course: Findings of a Mixed Method Study

Tragedies are neither sought nor requested. Unfortunately, they happen and affect all areas of life, especially education. However, they leave lessons that work to face new challenges. This study aims to analyze the transition from classroom classes to distance classes due to an earthquake that hit Mexico City in 2017, damaging its buildings and infrastructure, to find the necessary aspects for an efficient transition in these cases. Faculty members were interviewed about their views during the transition. The student’s grades were also compared.  Student responses were analyzed in the teacher satisfaction surveys. According to the results, a statistical model was finally generated to establish a correlation between the studied factors. A model was obtained with four clusters in which different teacher profiles are grouped.  Young teachers with excellent technology management or experienced teachers with good use of technology and who are very well trained is the profile required for an efficient transition. This study served as a basis to meet the contingencies, which allowed the establishment of a more expeditious and efficient online educational system

Individual Interest of students in Physical Education and School Engagement in fostering Physical Culture inside the campus : The case of two prominent local colleges in Pampanga, Philippines

Interest has been globally established as a powerful predictor that triggers engagement, especially in fostering physical culture among students. Scholarly works in PE have already shown that situational interest triggers individual interest, which can lead to highly engaged students. However, little is known about the impact of individual interest alone on students’ school engagement. In this regard, this study is focused on determining the significant difference between the sex and institution of students concerning individual interest and school engagement. Moreover, it aimed to assess the relationship and direct influence of individual interest on school engagement. After obtaining data from 1659 samples of undergraduate students from the most prominent local colleges in Pampanga, it was revealed that there is no significant difference concerning individual interest and school engagement between sex and institution. Fascinatingly, a significant association between students’ individual interests and school engagement was observed. Lastly, individual interest, along with its three factors, predicts school engagement. It can be concluded that individual interest has a direct positive influence on school engagement. Recommendations for future research direction and PE teachers to fully translate physical culture to students to improve their overall well-being are hereby presented